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Essay feminism

Write a 2-3 page essay on how feminism is becoming a problem in todays society

Social Work

Social Work

Write a one page APA standard paper discussing why it is important for social workers to study human development

The Love Song of J. Alfred Prufrock

Introduction to Modernism:

Background to “The Love Song of J. Alfred Prufrock”

At the beginning of the 1900s, the world view of writers was changing in many ways. The world seemed to have shifted on its axis. Popular culture was catching up to changes in many fields. So, what had changed to precipitate a shift?

For about two centuries, philosophers had already shifted radically in their perspective on what we can know. Kant had said that men cannot know truth beyond limits of the mind and the senses, never knowing the essence of a thing in itself. Kierkegaard later posited that perception of truth is relative to each one’s personal experience. And Nietzsche had extended that thought into a nihilism (the rejection of all religious and moral principles, in the belief that life is meaningless). For some, this led to a search for power and projecting personal values onto others. This came late in the 1800s.

Around that time, Darwin’s Theory of Evolution made many question what was special about humankind. And Freud taught a psychology that focused on primitive and subconscious urges that lead people to act as they do. Reason was in question.

Meantime, oddly, science was bounding forward at an unprecedented pace from the late 1800s to the early 1900s. Inventions such as autos, airplanes, radios, electric lights, and moving pictures changed everyday life. And by 1905 the very substance of the universe, time, space, and gravity, were refocused in the newly discovered Theory of Relativity. People began to wonder:

Is truth relative?

Society also witnessed a dangerous rise in nationalism, while industrialism could mass produce more tools for modern warfare, more slums, and more pollution (though smog had been a problem since the 1700s in places like London). The fragile balance of power that was hwld through a network of treaties around Europe broke with the advent of World War I (1914-1918),

which was then called “the war to end all wars.”

Even before this war, in a world so apparently subject to change, the arts had also begun to change. Graphic art had shifted from a focus on the realistic visual effects of light (Impressionism)—to a personal, subjective art of emotion (Expressionism)—to an abstract reconstruction of reality (Cubism and Surrealism)—and even a total disavowal of terms for what is art (Absurdism). [For a visual tour of this shift, see the following in images on cell phone or computer]:

Monet’s “Impression, Sunrise” (1872)

Van Gogh’s “Starry Night” (1889)

Munch’s “The Scream” (1893)

Picasso’s “Les Demoiselles d’Avignon” (1907)

Duchamp’s “Fountain” (1917)

Contemporary literature was also subject to change and subjective uncertainty. Both poets and novelists styled their art in distrust of history, legacy, reason, and sentimentality. Books, like cinema, could feature a barrage of images to represent a mystical, changing world—sometimes as external objects/ sometimes in interior mental monologues. And poems were often framed without rhythm or rhyme, cut to the bare bones of imagery. One early Imagist poem began as 31 lines that were cut to only two lines. Here is “In a Station of the Metro” by Pound:

The apparition of these faces in the crowd:

Petals on a wet, black bough.

The poem is not even a complete sentence.

By 1915, one year into WWI, T.S. Eliot published “The Love Song of J. Alfred Prufrock.” This love song begins with a descent into hell and moves on to a ‘date’ “When the evening is spread out against the sky/ Like a patient etherized upon a table.”

See “The Love Song of J. Alfred Prufrock | Representative Poetry Online” at

https://rpo.library.utoronto.ca>poems 

This version translates the Italian epigraph quoted from “The Inferno” in Dante’s Divine Comedy, which opens Eliot’s poem. Other copies are also available online.

Note that the poem came out in the same year that poison gas was used in WWI. Over 40 million would die in that war, and another 50 million from 1918-1920 from the Spanish Flu in the post-war years of poverty and recovery.

After you read the poem, write a few notes about the theme or themes, the persona of Prufrock, and the way the poem ends: What does it mean? The notes may contain lines from the poem. This is not an essay. You may use any helpful study aids, but the conclusions come from you and how you tie lines of the poem into your ideas of theme, persona, and conclusions. Submit by Friday at midnight under PRUFROCK NOTES.

English

My topic “How does your privacy becomes a weapon to be used against you” 

*this assignment has 3 questions 

1) critically evaluate sources: How do we determine if a source is suitable? What is CRAAP? As you sort through your sources what did you do to determine if they were credible or not? What did you look for?

2) considering the rhetorical situation: Describe your audience and your purpose. What was the “setting”? What did you need to consider at the very start of the process?

3) finally, address the following: What challenges have you overcome? What resources are available to you or what habits can you adopt to make you overcome these hurdles? What advice would you give other students?

Formal Outline

Formal Outline：

Include a thesis statement about mass incarceration.

State the main idea of each paragraph as a declarative sentence.

Indicate supporting details/arguments/sources for each paragraph.

Now that you have become well informed about the characteristics and causes of mass incarceration, your final assignment is to write an outline in which you use sources (described below) to support your own judgment about some aspect of mass incarceration and criminal justice reform. Because your job in this essay is to persuade a reader to agree with your point of view, it’s up to you to decide what argument you want to make. I have identified several topics, with suggested readings, below – but you may choose a slightly different topic if you talk it over with me first.

Sources, Documentation and MLA Format

· You should use at least two new sources (i.e. sources you have not used in previous assignments).

· Avoid excessive quotation (no more than about 20% of your essay’s words).

· Document sources using MLA style - both in-text citation and a Works Cited list.

· Using a source’s words without enclosing them in quotation marks is plagiarism. Using or quoting from sources that you do not cite in the text and Works Cited list is plagiarism.

· All drafts should be formatted double-spaced, in 12-point type. Include a word count on the last page.

Your Audience

Assume that your reader may know a little about the topic (for instance, you could assume they know the information contained in the James Cullen article “The History of Mass Incarceration” or have seen the film 13th). But do not assume that your reader is especially knowledgeable or has read the other sources you have read. That means that some of your essay will have to be an explanation, summarizing facts about the topic.

Sources and Topics:

Remedies for Mass Incarceration: what are the best ideas, what has been tried, and how is it working?

· You will find many articles on proposed solutions at the web sites of several organizations you’ve encountered already in our readings: the Vera Institute for Justice, The Marshall Project, The Sentencing Project, and the Brennan Center for Justice (ending mass incarceration is just one of the issues they work on). Especially, see:

o “Decarceration Strategies: How 5 States Achieved Substantial Prison Population Reductions” 

· James Forman Jr. and Sarah Lustbader , “Every D.A. in America Should Open a Sentence Review Unit,” The New York Times 1 Aug. 2019.

· Here are two stories of specific decarceration efforts, from PBS Frontline: “In Latest Reform, Kentucky Softens Approach to Juvenile Offenders”; “For Some Felons, a Better Chance to Break the Re-entry Cycle”

The human costs and consequences of incarceration

· Bruce Western, “The Rehabilitation Paradox” The New Yorker, 9 May 2016: “If we’re really going to reduce our prison populations, we will have to acknowledge that human frailty under conditions of poverty puts people at risk of becoming, simultaneously, the perpetrators and victims of violence.”

· Lorna Collier, “Incarceration nation: The United States leads the world in incarceration. A new report explores why — and offers recommendations for fixing the system” American Psychological Association October 2014. Highlights the mental-health consequences of incarceration and how incarceration may increase crime.

· Sarah Childress, “Todd Clear: Why America’s Mass Incarceration Experiment Failed” PBS Frontline 29 April 2014. Argues that incarceration hollows out communities and “how prison makes crime worse.”

· Two documentaries from the PBS series Frontline, Prison State (2014) and Life on Parole (2017), tell individual stories that illustrate the impact on individuals caught up in the criminal justice system.

The role of black citizens’ and politicians’ attitudes toward law enforcement and incarceration:

· James Forman, jr. “Introduction” from Locking Up Our Own: Crime and Punishment in Black America (2017): the last 1/3 of this excerpt outlines the role of black citizens and politicians in majority-black Washington, D.C., building on Fortner’s account of New York in the 1970s.

· Michael Fortner, “The Clintons Aren’t the Only Ones to Blame for the Crime Bill: Black leaders also embraced it” The Marshall Project 10 July 2015. Expanding on what you learned in Jason L. Riley’s review of Fortner’s book Black Silent Majority.

· Nazgol Ghandnoosh, “Executive Summary” from Race and Punishment: Racial Perceptions of Crime and Support for Punitive Policies The Sentencing Project, 3 Sept. 2014.

· John Gramlich, “From police to parole, black and white Americans differ widely in their views of criminal justice system” Pew Research Center, 21 May 2019.

· John Gramlich, “5 facts about crime in the U.S.” Pew Research Center, 17 Oct. 2019.

Crime as a source of the prison boom and racial disparities, and arguments against decarceration:

· Barry Latzer, “An Incarceration Nation?” Law & Liberty, 2 March 2020. This article develops, with more evidence, the argument in the Latzer article you’ve read previously.

· Heather Mac Donald, “Is Mass Incarceration Destroying American Communities?” National Review Online June 21, 2016.

· Heather Mac Donald, “High Incarceration Rate Of Blacks Is Function Of Crime, Not Racism” Investor's Business Daily 28 April 2008.

· Rafael A. Mangual “Mass Decarceration Will Increase Violent Crime”  Manhattan Institute 18 Sept 2019.

· Rafael A. Mangual, “Mass Decarceration is Not the Answer,” Newsweek July 29, 2020

· Rafael A. Mangual, “Everything You Don’t Know About Mass Incarceration: Contrary to the popular narrative, most American prisoners belong behind bars” City Journal Summer 2019

English

Due Date:  Course Reflection response is due by 11:59 p.m. Wednesday, 12/9. Completing this assignment before or by its deadline will note your attendance for this day.

Assignment: In 250 words or more, discuss the following:

 What were your writing strengths this semester (don’t say you don’t have any because everyone has something) and why?

 What were your writing weaknesses this semester (don’t say everything) and why?

 What did you learn about argumentative writing this semester that you found helpful or maybe new? 

Note: You do not have to respond to your classmates this week, but it would be a nice way to decompress and discuss your end of the semester thoughts.

Guidelines for Completing Discussion Questions: Your response to the assigned discussion question should be at least 250 words in length. Failure to complete all parts of the assignment or submitting underdeveloped answers will lead to point deductions. This discussion question response is due by 11:59 p.m. on its assigned due date. Your response should be clear, developed, and progressive, meaning that it adds depth to the discussion

Essay

Interview an older adult, 3-4 pages: INCLUDE YOUR LIST OF QUESTIONS AS AN ATTACHMENT TO THE PAPER

Narrative Criticism

Write Narrative Criticism on ""THE FRESH PRINCE OF OF BEL-AIR""

.Narrative Criticism

1) Identify the objective of the narrative (what is the story’s purpose?)

Does it encourage action? Defend an act? Teach a lesson? Bring comfort? Etc.

2) Identify the features of the narrative:

a) Setting

–how developed/detailed?

–does it change?

–how does it relates to plot/characters?

b) Characters (who is depicted and how?)

c) Narrator

–direct narrative or mediated by a narrator?

–audible or inaudible?

–what kind of person?

–what degree of power/authority?

–how reliable?

–what is the point of view?

d) Events

--at least 2 (kernels, satellites)

--active or stative

--type of plot (epic, dramatic, epistemic, soap opera)

f) Structure (building blocks: words, scenes, camera angles, photographs)

e) Temporal relations (brief period, many years, order of events, past or present tense, flashbacks or flash-forwards?)

f) Causal relations (cause-effect relationship)

g) Audience 

–to whom is the narrative addressed?

–ideology or attitude?

I) Theme (what is the general idea illustrated in the narrative?) 

J) Type of narrative (comedy, romance, tragedy, irony, or something else)

3) Assess the narrative. Does it fulfill the objective? What does it tell us about our culture?

Remember to:

1. Give a brief description of the show whose opening theme you are analyzing.

2. Provide the link to the opening theme/opening credit sequence.

3. Include all steps of your method of criticism in your analysis.

You may submit your analysis as a PowerPoint presentation (or approved alternative).

It should not look like a traditional paper.

However, be sure to both DESCRIBE and INTERPRET. Avoid simply stating the obvious (what I can see and hear by watching your clip). Tell me what you see and hear AND tell me what it MEANS

HSE DP 8

What you believe is the most important evidence-based strategy, intervention, or program that promotes improvements in children living in diverse situations. In addition, discuss how you could use your knowledge of these evidence-based practices in your future human services career.

Final project

Use your understanding of the issue and different perspectives discovered in your SECOND draft to fully develop your FINAL ARGUMENT that includes a clear CLAIM (position on the issue), valid REASONS to support your claim, and credible & sufficient EVIDENCE to support your reasons. Your CLAIM must be a full sentence that clearly states your position on the issue. Remember that your CLAIM must be INFORMED; in other words, an argument is NOT about simply stating an opinion. An argument, and the CLAIM that is the central point of your argument, must be based on solid REASONS that support your claim, and these reasons must be based on EVIDENCE.

Length & Sources:

 Minimum of 1000 words, excluding the Works Cited or References page.

 Minimum of 5 credible sources

 Use a MINIMUM OF 5 DIFFERENT SOURCES.

 Use all rhetorical strategies to establish your own CREDIBILITY and persuades your audience (your classmates and me) through LOGIC and EMOTION/VALUES.

 Discuss in a fair and balanced way those perspectives that disagree with your claim and show us how your position is a better answer.

 Fully and accurately cite ALL SOURCES at the end of your argument in a ""Works Cited"" or ""References"" page. Make sure you provide full citations of each source and follow only one citation system, such as APA, MLA, or a citation style used in engineering, such as IEEE